Search results for author:"Anjo Anjewierden"
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How Design Guides Learning from Matrix Diagrams
Jan van der Meij; Marije van Amelsvoort; Anjo Anjewierden
Instructional Science: An International Journal of the Learning Sciences Vol. 45, No. 6 (2017) pp. 751–767
Compared to text, diagrams are superior in their ability to structure and summarize information and to show relations between concepts and ideas. Perceptual cues, like arrows, are expected to improve the retention of diagrams by guiding the learner...
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Supporting Learners' Experiment Design
Siswa van Riesen; Hannie Gijlers; Anjo Anjewierden; Ton de Jong
Educational Technology Research and Development Vol. 66, No. 2 (2018) pp. 475–491
Inquiry learning is an educational approach in which learners actively construct knowledge and in which performing investigations and conducting experiments is central. To support learners in designing informative experiments we created a scaffold,...
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Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency
Suzanne Kabel; Robert de Hoog; Bob Wielinga; Anjo Anjewierden
Journal of Educational Multimedia and Hypermedia Vol. 13, No. 4 (2004) pp. 405–425
In addition to the LOM standard and instructional design specifi cations, as well as domain specifi c indexing vocabularies, a structured indexing vocabulary for the more elementary learning objects is advisable in order to support retrieval tasks...
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The Importance of Design in Learning from Node-Link Diagrams
Marije van Amelsvoort; Jan van der Meij; Anjo Anjewierden; Hans van der Meij
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 5 (September 2013) pp. 833–847
Diagrams organize by location. They give spatial cues for finding and recognizing information and for making inferences. In education, diagrams are often used to help students understand and recall information. This study assessed the influence of...
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Validating and Optimizing the Effects of Model Progression in Simulation-Based Inquiry Learning
Yvonne G. Mulder; Ard W. Lazonder; Ton de Jong; Anjo Anjewierden; Lars Bollen
Journal of Science Education and Technology Vol. 21, No. 6 (December 2012) pp. 722–729
Model progression denotes the organization of the inquiry learning process in successive phases of increasing complexity. This study investigated the effectiveness of model progression in general, and explored the added value of either broadening or ...
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Examining the relation between domain-related communication and collaborative inquiry learning
Anjo Anjewierden; Hannie Gijlers; Bas Kolloffel; Nadira Saab; Robert de Hoog
Computers & Education Vol. 57, No. 2 (September 2011) pp. 1741–1748
Research suggests that providing others with elaborated explanations is more beneficial for learning than receiving explanations (e.g., Webb, 1989). Applied to chat communication in a collaborative inquiry learning environment, we would...
Language: English
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Providing Guidance in Virtual Lab Experimentation: The Case of an Experiment Design Tool
Charalampos Efstathiou; Tasos Hovardas; Nikoletta A. Xenofontos; Zacharias C. Zacharia; Ton deJong; Anjo Anjewierden; Siswa A. N. van Riesen
Educational Technology Research and Development Vol. 66, No. 3 (2018) pp. 767–791
The present study employed a quasi-experimental design to assess a computer-based tool, which was intended to scaffold the task of designing experiments when using a virtual lab for the process of experimentation. In particular, we assessed the...